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Offenbach : Stadt Offenbach 2010, 105 S., Zum sechsten Mal legen der Magistrat der Stadt Offenbach und das Staatliche Schulamt einen Erziehungs- und Bildungsbericht Offenbach (EBO) vor. Was sind die Aufgaben, Ziele des EBO? Der EBO bereitet eine Fülle von Daten des Offenbacher Erziehungs- und Bildungssystems auf. Er stellt Umfang und Nutzung von Angeboten dar. Er wertet nicht und trifft in der Regel auch keine Aussagen über die Qualität der Angebote, was der Datenlage geschuldet ist. Er soll Vorjahresvergleiche ermöglichen, Entwicklungen kenntlich machen und handlungs- sowie steuerungsrelevante Informationen für die kommunalen Entscheidungsträger liefern. (DIPF/Orig.)

Freiburg im Breisgau : Stadt Freiburg, Dezernat II 2010, 130 S., Mit der Vorlage des Bildungsberichts 2010 haben zum zweiten Mal nach 2008 der Gemeinderat und die gesamte interessierte Öffentlichkeit in Freiburg die Möglichkeit, auf der Basis einer aktuellen Bestandsaufnahme wesentliche Fragen im Hinblick auf gelingende Bildung in Freiburg gemeinsam zu erörtern und Handlungsschritte einzuleiten. ... Neu an diesem Bericht ist zum Ersten, dass diesmal auch zwei Indikatoren zur beruflichen Bildung aufgenommen wurden: die Indikatoren "Übergänge in die berufliche Bildung" und "Berufliche Schulen". Zum Zweiten ist neu, dass erstmals ein Indikator zur sonderpädagogischen Förderung im Schulalter dargestellt wurde. (DIPF/Orig.)

Zum sechsten Mal legen der Magistrat der Stadt Offenbach und das Staatliche Schulamt einen Erziehungs- und Bildungsbericht Offenbach (EBO) vor. Was sind die Aufgaben, Ziele des EBO? Der EBO bereitet eine Fülle von Daten des Offenbacher Erziehungs- und Bildungssystems auf. Er stellt Umfang und Nutzung von Angeboten dar. Er wertet nicht und trifft in der Regel auch keine Aussagen über die Qualität der Angebote, was der Datenlage geschuldet ist. Er soll Vorjahresvergleiche ermöglichen, Entwicklungen kenntlich machen und handlungs- sowie steuerungsrelevante Informationen für die kommunalen Entscheidungsträger liefern. (DIPF/Orig.)

Neue Didaktik (2010) 1, S. 5-15, Lernen beginnt bereits im Kindergarten, wenn auch auf spielerische Art und Weise. Das Ausmaß und die Qualität der frühkindlichen Bildung können den späteren Bildungsweg, die Lernmotivation und auch Lerntechniken von Schülern beeinflussen. Bildungsarbeit im Kindergarten und auch in der Grundschule zielt auf folgende Aspekte ab: Stärkung von sozialer und emotionaler Intelligenz, Stärkung von Motorik und Sensorik, Förderung von Sprachkenntnissen sowie das Lernen lernen. Lernen im Kindergarten und in der Grundschule heißt Erfahrungen zu sammeln und seine Umwelt zu entdecken. Insbesondere kindgerechte naturwissenschaftliche Experimente sind dazu geeignet, Kinder für das Lernen zu begeistern, sie auf Neues aufmerksam zu machen und ihre Konzentration, Kreativität, Wahrnehmung und Ausdauer zu fördern. (DIPF/Verlag), Although in a playful manner, learning already starts in the kindergarten. The extent and quality of the education a child enjoys in its very early ages have significant consequences for its later education, and may also affect its learning motivation and skills. Teaching and education in kindergarten and elementary school aims at achieving the following objectives: strengthening children’s social and emotional intelligence, promoting motor and sensor activities as well as fostering language skills and learning competencies. Learning in kindergarten and elementary school encompasses making experiences and exploring ones environment. Science experiments that are appropriate for children are particularly suited in order to encourage children to learn, to draw their attention to new things as well as to promote their ability to concentrate, their creativity, their senses and patience. (DIPF/Orig.)

Rezension von: Michaela Schmid: Erziehungsratgeber in der ersten Hälfte des 20. Jahrhunderts - eine vergleichende Analyse. Kontinuität und Diskontinuität im Mutterbild sowie der (früh-)kindlichen Pflege und Erziehung in ausgewählten Erziehungsratgebern der Weimarer Republik und der NS-Zeit. Berlin: Weißensee 2008 (195 S.; ISBN 978-3-89998-123-0; 24,00 EUR).

Rezension von: Nadine Grochla: Qualität und Bildung. Eine Analyse des wissenschaftlichen Diskurses in der Frühpädagogik. Münster: Lit 2008 (184 S.; ISBN 978-3-8258-1764-0; 19,90 EUR).

Como se desenvolve, se produz, se criam modos de vida na escola de educação infantil? Esta é a pergunta orientadora desta investigação, produzida na articulação de diversos processos de criação e seus documentos de processo. O primeiro processo de criação investigado, a partir dos conceitos de linguagem e signo de Charles Sanders Peirce, é a produção de modos de vida de um grupo específico de crianças, de quatro a cinco anos, e suas professoras, em uma escola de educação infantil da rede municipal de educação da cidade de Porto Alegre. O segundo diz respeito à produção da composição vida-história de grupo, em que apresento a minha perspectiva sobre esta produção dos jeitos de crianças e professoras viverem coletivamente na escola. Perspectiva que propõe olharmos este processo constituído por crianças e professoras como linguagem, com estrutura e regras de funcionamento próprias, portanto, singular. O olhar produzido por estes dois primeiros processos de criação articula-se a um terceiro processo, que explora a produção da relação da pesquisadora com a fotografia, com a linguagem fotográfica. Inspirada nos conceitos de independência e similaridade da obra de Henri Cartier-Bresson, este terceiro processo traz novos elementos e organiza um pouco mais o primeiro e o segundo processo, atualizando a composição vida-história de grupo sobre a criação de modos de vida na escola de educação infantil. How develops, produces, it creates ways of life in the school of infant education? This is the orienting question of this inquiry, produced in the joint of diverse processes of creation and its process documents. The first process of creation investigated, from the concepts of language and sign of Charles Sanders Peirce, is the production in ways of life of a specific group of children, four to five years old, and their teachers, in a school of infant education of the municipal net of education of the city of Porto Alegre. The second says respect to the production of the composition life-history group, where I present my perspective about this production of the skills of children and teachers to live collectively in the school. Perspective that suggests we look at this process consisting of children and teachers as language, with structure and proper rules of functioning, therefore, singular. The produced result for these two first processes of creation articulates to a third process, which explores the production of the researcher's relationship with the photography, with the photographic language. Inspired in the concepts of independence and similarity of the Henri Cartier-Bresson works, this third process brings new elements and a little more organized the first and second process, updating the composition of lifehistory group on the creation in ways of life in the school of infant education.

The aim of this paper is to consider meaning of the narrative world at nursery from children's point of views. This study, particularly, focuses on the narrative world, which brings about fear by emergence of "ONI", a demon that should be away at "SETSUBUN", one of annual events. Therefore, It will be explained the following two concepts by fieldwork research: how narrative world would be formed at nursery, and would be given meaning by children. This research had been conducted at a private nursery in the Chugoku district through January until April in 2007. The observation was mostly based on a three-year-old child class, even occasionally a four or five-year-old child class. Additionally, it was conducted informal interviews with some nursery teachers. As a result, it was found that at nursery the narrative world had been formed by children and nursery teachers each other. Eventually, children had identified his or her growth throughout this world, although children had struggled against the difference between fiction and reality in it.

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-16Bitstream added on 2014-06-13T19:33:11Z : No. of bitstreams: 1 tsuda_ms_me_prud.pdf: 1125956 bytes, checksum: e4df0aceff577dfa1ddbf912ddbebbd1 (MD5) O presente trabalho está vinculado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”. As mudanças ocorridas na Educação Infantil, a partir do reconhecimento do direito da criança de 0 a 6 anos à educação, promulgado na Constituição Brasileira de 1988, representaram um marco na vida das crianças, principalmente daquelas que ficavam à margem desse atendimento. Para o reconhecimento desse direito, foi aprovada a Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96), que organizou o atendimento da criança pequena no sistema de ensino, diferenciando a creche e a pré-escola apenas com o critério universal da idade e exigindo que as crianças fossem assumidas por um professor com formação especifica. A lei atribuiu também ao Município a responsabilidade de oferecêla. Desse modo, a Educação Infantil esta passando por momentos de adequação nos sistemas municipais de ensino, fato que requer, dos gestores municipais, estudo, reflexão e revisão das ações ao elaborarem as políticas públicas desta etapa educacional. Esta pesquisa investigou, assim, a maneira como essas decisões da Política Nacional de Educação Infantil têm refletido na organização do atendimento público municipal à criança de 0 a 3 anos, no município de Presidente Prudente-SP. Para obtermos as respostas, a pesquisa foi definida como estudo de caso com abordagem qualitativa. Ao revisitarmos a história do atendimento à criança no Brasil e em Presidente Prudente, observamos avanços, distorções e impasses... This work is linked to the “Public Politics, Scholar Organization and Teacher’s Formation” research line. The changes that occurred in the way children were taught, from the recognition of the right for education for children of 0 to 6 years, promulgated in the 1988 Brasilian Constitution, represented a landmark in the children’s lives, mainly for those who were deprived of this king of care. The Directives of Basic National Education (LDBEN 9394/96) was basically approved to recognize this right and to organize the inclusion of the young children in the teaching system. The crèche and pre-school education were differentiated, then, by the universal criterion of age and the exigency that children were taken over by a teacher with specific training. The law also gave responsibility for providing it to the Municipality.Children’s Education is, therefore, adjusting itself to the municipal teaching systems, which requires, from supervisors, study, reflection and revision of actions when working out public politics set to this educational level... (Complete abstract click electronic access below)

Klieme, Eckhard [Hrsg.]; Tippelt, Rudolf [Hrsg.]: Qualitätssicherung im Bildungswesen. Weinheim u.a. : Beltz 2008, S. 16-35. - (Zeitschrift für Pädagogik, Beiheft; 53), In diesem Beitrag wurde ein empirischer Qualitätsbegriff zugrunde gelegt, nach dem pädagogische Qualität in Kindergärten (wie auch in anderen vorschulischen Bildungs- und Betreuungssettings) ein mehrdimensionales und quantifizierbares Konstrukt darstellt. Das Konstrukt ist rückgebunden an den empirischen Forschungsstand und ist damit offen für zukünftige Entwicklungen. Pädagogische Qualität und ihre Einzeldimensionen sind messbar. Und sie sind validierbar, indem behauptete oder vermutete Effekte auf kindliches Wohlbefinden sowie auf Bildungs- und Entwicklungsoutcomes in den verschiedenen Bereichen untersucht werden können. Pädagogische Qualität in diesem Sinn meint nicht die Qualität eines bestimmten pädagogischen Konzepts; sie ist jedoch kompatibel mit der in der Früherziehung traditionell vorhandenen „Ansätze“- und „Konzepte“-Pädagogik, insofern als solche holistischen Konzepte als spezielle Konfigurationen im Raster der verschiedenen Qualitätsdimensionen darstellbar werden. Der hier unterlegte Begriff pädagogische Qualität kann mehr oder weniger unmittelbar für Qualitätsverbesserungen fruchtbar gemacht werden. (DIPF/Orig.)

El presente artículo quiere reflejar la realidad del estudio de la ciencia geográfica en la formación de los maestros/-as de enseñanza infantil y primaria, analizando en primer lugar los currícula de la nueva ley de educación (LOE) para ambas etapas. En segundo lugar, ponemos al descubierto cuál es la formación geográfica de las maestras y maestros en la Escuela Universitaria de Magisterio de Guadalajara. Es necesario que los futuros maestros adquieran los conocimientos necesarios y esenciales de Geografía para llevar a cabo de una forma ágil, convincente y motivadora, su enseñanza. Para finalizar, presentamos unas consideraciones acerca de la didáctica de la Geografía en la Educación Infantil y Primaria., The purpose of this article is to show the presence of the Geographical Science in the teaching/learning process in which future teachers of Infant and Primary Education are involved. Firstly, we will analyse the curricula of the new education law (LOE) for both educational stages. Secondly, we will focus on the training on geography received by the students at the Faculty of Education (Escuela Universitaria de Magisterio) in Guadalajara. In our opinion, future schoolteachers need to acquire essential and necessary knowledge on geography so that they can carry out their teaching in a lively, convincing, and motivating way. And, finally, we will deal with some theoretical and practical issues regarding the teaching of Geography in both Infant and Primary Education.

Neue Didaktik (2008) 1, S. 13-24, Die Früherziehung ist zurzeit ein wichtiger Begriff auch für das rumänische Bildungssystem geworden. Immer mehr Spezialisten erkennen die Wichtigkeit der Früherziehung für die weitere Entwicklung des Kindes. Dies trifft insbesondere für die Einschulung, das Niveau der Schulleistungen, dem Verhalten im sozialen Bereich sowie im Bereich der persönlichen Entwicklung zu. Das Vorschulprogramm ist in Rumänien Landesweit etabliert. Es gibt allerdings einige Faktoren, die den Übergang Kindergarten-Schule erschweren, wie z.B. die teilweise fehlende Kontinuität im Aufbau der vermittelten Inhalte, die geringe Kooperation zwischen Kindergarten und Grundschule, sowie zwischen Eltern, Kindergarten und Grundschule. Neue Studien sollten Qualitätsstandards in der Früherziehung setzen da diese für die spätere Entwicklung des Kindes grundlegend sind. (Orig./DIPF/ThOe)

In this article we try to approach the different ways the parents can participate in the school. Specifically, we will focus on their participation in the English class at the rural schools of the Baixo Miño. We understand by participation a process of learning, literacy, and, at the same time, an effective instrument for the constant training and education of human beings. In order to do this we will use a descriptive methodology and instruments like observation, video recording, the English teachers’ life histories, interviews to the school headmasters and questionnaires to the parents and tutor teachers, as well as the content analysis of the school official documents. Despite both parents and teachers attach great importance to the participation, the truth is that it is basically focused on the collaboration in isolated activities. The reasons are varied, we emphasize two: the misgiving of the teacher about the parents controlling their work and the parents ignorance about the different ways of participation.Le but de ce travail est de connaître les différentes façons de participation des parents à l'école. En particulier, on se concentre sur la participation des parents aux classes d’anglais (à l’école maternelle) qui se développe dans les écoles rurales regroupées du Département du «Baixo Miño». On comprend la participation comme un processus d'apprentissage, d'alphabétisation et, en meme temps, un instrument efficace pour la formation et l'éducation permanente des personnes. On emploie une méthodologie descriptive et on utilise des instruments comme l'observation, les enregistrements vidéo, les interviews aux professeurs et aux directeurs des écoles et des questionnaires aux parents, ainsi que l'analyse de contenu des documents officiels de l’établissement. Malgré le fait que les parents et les professeurs accordent une grande importance à la participation, en vérité, celle-ci ne touche qu’à la collaboration dans des activités ponctuelles. Les raisons de ce fait sont nombreuses, mais nous soulignons simplement deux: la méfiance du professorat à l’égard du contrôle des parents sur leur travail et l'ignorance des parents des différentes façons de participation.

Education teachers' concept on the teaching of numbers to 4-6-year old children with reference to Piaget's Theory is investigated. Piaget and Szeminska's The Genesis of Numbers in the Child and other works comprising Piaget's concepts, especially those published in Brazil, were analyzed. Polyvalent teachers' training, especially for those dedicated to Infant Education, was also researched. Didactic knowledge of Mathematics in training courses and the teachers' concepts with regard to teaching and learning were given priority. Above theoretical presuppositions were a great help in the analysis of answers given by 10 interviewed teachers. Results show that Infant Education teachers' concepts with regard to the teaching of number are rather empiricists, although mixed with aprioristic and interactionist situations where practice prevails to the detriment of theory. Concepts are easily worn out when teachers perceive playful situations. A constructivist concept emerges when activities involving the construction of the number concept within the Piaget's perspective are developed. O objetivo deste trabalho foi investigar a concepção de professores de Educação Infantil sobre o ensino de número para crianças de 4 a 6 anos de idade, tendo como referência a teoria piagetiana de construção de número. Para nos fundamentarmos partimos da leitura do livro: "A gênese do número na criança" de Piaget e Szeminska e analisamos algumas obras responsáveis pela divulgação das idéias de Piaget no Brasil. Pesquisamos a formação dos professores polivalentes, atuantes na Educação Infantil, priorizando os conhecimentos didáticos dos conteúdos matemáticos presentes nos cursos de formação, e os estudos referentes às suas concepções acerca de ensino e aprendizagem. Esses pressupostos teóricos nos possibilitaram analisar as respostas das 10 (dez) professoras entrevistadas. Os resultados da pesquisa indicaram que as concepções das professoras de Educação Infantil em relação ao ensino de número são empiristas, mescladas de situações aprioristas e interacionistas prevalecendo a orientação da prática em detrimento da teoria em seu cotidiano. Essas concepções, todavia, não se sustentam quando as professoras se deparam com as situações lúdicas, emergindo daí, uma concepção construtivista com a proposta de atividades que contemplam, claramente, a construção do conceito de número na perspectiva piagetina. 181 f

Este artículo desarrolla una experiencia puesta en práctica durante el curso, 2006/07, en la asignatura de dramatización, que se imparte dentro del plan de estudios de la especialidad de educación infantil, en el Centro Superior de Estudios Universitarios La Salle, adscrito a la Universidad Autónoma de Madrid. La propuesta va dirigida a ofrecer un planteamiento metodológico que diversifica la oferta de los trabajos teóricos y prácticos, que los alumnos deben elaborar al cursar la asignatura, tanto desde sus contenidos como desde la manera de desarrollarlos. Con este formato, se pretende aumentar el interés y la curiosidad de los estudiantes, tanto por el propio trabajo, como por el de sus compañeros., This paper develops an experience carried out during this course year, 2006/07, within the subject Dramatisation. This subject belongs to the Infant Education syllabus, at Centro Superior de Estudios Universitarios La Salle, Universidad Autónoma Madrid. The proposal offers a methodological approach which diversities the offer of theoretical and practical assignments that students have to do throughout the subject both in its contents and in the way to develop them. With this format, we intend to encourage the students’ interest and curiosity regarding their own work and that of their classmates.

In this research we described the path of thirty one teachers involved with elementary school, amog which we included ourselves, looking for professional formation that allowed us to understand the function of educating childen. In this sense, this group of teachers begins a process of intentional, systematic and voluntary reflection, in an attempt to give new meanings to daily concepts of life and work, and linking them to their socialpractices. Having as reference the theoretical and methodological principles of socio-historical approach and collaborative research, the Group of Studies: The Dialogue Reflection as Re-meaning of Pedagogical Practice: a continuous education proposal, motivated by the willing and the necessity of re- elaborate knowledge about collaboration, reflection, infant education, playing and development which meets the new and goes the inverse way revisiting concepts and conception already consolidated, confronting and re-meaning them enlightened by one s own effort and the collaboration of pairs, mediated by Cycles of Reflexive Studies and Inter/intrapersonal Sessions. We can affirm that these tools helped the process of reflexivity put into practice by participants, which most important consequence was the theoretical re-meaning and practice in the ambit of infant education. During this investigation, we could see some theoretical and practice presuppositions which permitted to attribute to the exercise of reflexivity in collaboration the means into which the involved people could rescue the actions taken, justified their choices, confronted their theoretical options with their peers and with the systematized knowledge would question their certainties and rebuild in intra-psychological level, the knowledge elaborated socially. To this group which main activity is the docent profession, the personal and professional development constitutes the objective in which actions were articulated and operations which made learning possible as well as professional development Nesta investigação descrevemos a caminhada de trinta e uma professoras envolvidas com a educação infantil, dentre as quais nos incluímos, em busca de formação profissional que possibilitasse entender a função de educar crianças. Nesse sentido, este grupo de professoras inicia um processo de reflexão intencional, sistemática e volitiva, na tentativa de ressignificar alguns conceitos do cotidiano de vida e de trabalho, articulando-os às suas práticas sociais. Tendo como referência os princípios teóricos e metodológicos da abordagem sociohistórica e da pesquisa colaborativa, o Grupo de Estudos A Reflexão Dialógica como Ressignificação da Prática Pedagógica: uma proposta de educação continuada , motivado pela vontade e necessidade de reelaborar conhecimentos acerca da colaboração, reflexão, educação infantil, brincar e desenvolvimento, caminha ao encontro do novo e percorre, também, o caminho inverso, revisitando conceitos e concepções já consolidadas, confrontando-as e ressignificando-as à luz do próprio esforço e da colaboração dos pares, mediadas pelos Ciclos de Estudos Reflexivos e Sessões de Reflexão Inter/intrapessoal. Podemos afirmar que essas ferramentas auxiliaram o processo de reflexividade posto em ação pelas partícipes, cuja conseqüência mais importante foi a ressignificação teórica e prática no âmbito da educação infantil. No transcurso desta investigação, pudemos vivenciar alguns pressupostos teóricos e práticos que nos permitiram atribuir ao exercício da reflexividade em colaboração os meios para que as envolvidas resgatassem as ações desenvolvidas, justificassem suas escolhas, confrontassem suas opções teóricas com a de seus pares e com o conhecimento sistematizado, questionassem suas certezas e reconstruíssem, em nível intrapsicológico, o saber elaborado socialmente. Para esse grupo, cuja atividade principal é a profissão docente, o desenvolvimento pessoal e profissional constituiu o objetivo em torno do qual foram articuladas ações e operações possibilitadoras de aprendizagem e reflexão acerca do desenvolvimento profissiona

Se construyen los diagramas simbólicos representativos de las relaciones lógicas que niños de educación infantil de entre 3 y 5 años utilizan en el proceso resolutivo de una tarea de transformación presentada mediante código simbólico y planteada en dos formas : como aplicación del código y como descubrimiento del código. Los diagramas permiten explicar los resultados hallados en una experiencia con 211 niños preescolares. We construct symbolic diagrams that represent logic relations that preschool children from 3 to 5 years old use when they solve a transformation task that is being presented through a symbolic code in two different ways : as an application to the code and as a discovery of the code.The diagrams in the paper allow us to explain the results from an experience with 211 preschool children.

Zeitschrift für Pädagogik 46 (2000) 2, S. 295-310, Die Diskussion darüber, ob in der sich herausbildenden „Informationsgesellschaft" auch jungen Kindern „Medienkompetenz" vermittelt werden soll, wird gegenwärtig kontrovers geführt. Weder ist geklärt, was unter Medienkompetenz zu verstehen ist, noch ob die an sie geknüpften Hoffnungen und Befürchtungen berechtigt sind. Vor diesem Hintergrund untersucht der Beitrag die Frage, welcher Stellenwert den neuen Medien im Bildungsprozess von Kindern überhaupt zuzuerkennen ist. In einem ersten Schritt wird nach der ökonomischen und gesellschaftlichen Bedeutung der neuen Medien gefragt, dann wird geprüft, welche Bedeutung den neuen Medien im Rahmen des modernen Diskurses über die Orientierung von Bildung zukommt und worin ihre Leistungsfähigkeit liegen könnte. Abschließend wird unter Bezugnahme auf die innere Logik frühkindlicher Bildungsprozesse gefragt, wie die neuen Medien von ihr her zu beurteilen sind. (DIPF/Orig.), The question whether, in the emerging "Information society", young children, too should be taught “media competence" is as present discussed controversially. Neither do we have a clear idea of what is to be understood by media competence, nor do we know whether the hopes and anxieties linked with this concept are justified. Against this background, the author inquires into the question which rank is actually held by the new media in the educational process of children. In a first step, she looks into the economic and social significance of the new media, she then examines the importance of the new media within the framework of the modern discourse on the orientation of education and gives reasons for its limited capacity. Finally the new media are considered from the perspective of the inner logic of developmental processes of early childhood. (DIPF/Orig.)

Infant education forms part of our modern society and in its world of sound qualities such as sound, educational objects and textbooks are implicated as well as pedagogic and work profile of the classroom teacher. Music should arise in a general and integrated way as do other areas in the curriculum but taking on board the elemental principles of its own language. In practice, the expressive goals allow creativity, exploration, research and sound comprehension from the area of the activity centred on projects, sound constructions and problem solving. La educación infantil forma parte de la sociedad de la posmodernidad, y en su mundo sonoro de referencia están implicados desde las cualidades del sonido, los objetivos educativos y los libros de texto, hasta el perfil pedagógico y laboral del profesor del aula. La música ha de surgir como todo el resto del currículo de forma globalizada e integrada, pero comprendiendo los principios elementales de su propio lenguaje. Desde la práctica, los objetivos expresivos permiten la exploración, creación, investigación y comprensión sonora desde el ámbito de la actividad centrada en proyectos, construcciones sonoras y resolución de problemas.

Musikalische Materialien oder Umgangsweisen mit Musik werden heute vielfach mit den beliebten Schlagworten 'kindgemäß', 'kindgerecht', 'kindorientiert' u.ä. versehen. Der Gedanke, daß im Musikunterricht eine, auch spezifisch musikalische, Eigenart des Kindes zu berücksichtigen sei, ist keinesfalls neu. In der pädagogischen Bewegung „Vom Kinde aus“ erreicht die Berücksichtigung kindlicher Eigenarten eine besondere Ausprägung, die sich im Bereich der Musikpädagogik widerspiegelt. Aber schon vorher sind Ansätze in musikpädagogischen Auffassungen zu erkennen, die zeigen, daß dieser Gedanke eine Vorgeschichte hat, daß er „viel älter ist als die Dogmatisierung zum Lehrprinzip“ (Abel-Struth 1985, S. 369). Als ein Beitrag zur Klärung dieser Vorgeschichte versteht sich die vorgestellte Dissertation. (DIPF/Orig.)

O objetivo deste relato é apresentar a prática de Estágio Supervisionado em Psicologia Escolar da UFMS, desenvolvida em unidades de CEINFs (Centros de Educação Infantil) de Campo Grande, MS. O estágio teve como objetivos: o conhecimento e a análise do espaço institucional de educação infantil, o reconhecimento da especificidade da atuação psicológica e o planejamento da intervenção. A prática de estágio foi desenvolvida por meio de visitas semanais às instituições, de aproximadamente 2h, e supervisão semanal de 4h aula. O relato aponta principalmente a presença de comportamentos cristalizados quanto ao papel do psicólogo escolar, assim como os principais desafios que se apresentam no caminho rumo a um atendimento educacional consistente e coerente à criança de 0 a 6 anos de idade, em creches e pré-escolas. The aim of this report is to present the practice of supervised training in educational psychology at the UFMS, Federal University of Mato Grosso do Sul, as developed in the CEINFS (Centers for Infant Education) of Campo Grande, MS. The training had as objectives: knowledge and analysis of the institucional space of infant education, recognition of the specificity of the activity of psychologists and the planning of interventions. The practical period of training was developed by weekly visits to the institutions of approximately 2:00 h and weekly supervision of 4:00 h lesson. It mainly points the presence of crystallized behaviors in relation to the role of the school psychologist, as well as the main challenges that are present in a coherent and consistent educational attendance to the child up to 6 years old, in day-care centers and nursery schools. El objetivo de este relato es presentar la práctica de Cursillo Supervisado en Psicología Escolar de la UFMS, desarrollada en unidades de CEINFs (Centros de Educación Infantil) de Campo Grande, MS. Las prácticas tuvieron como objetivos: el conocimiento y el análisis del espacio institucional de educación infantil, el reconocimiento de la especificidad de la actuación psicológica y la planificación de la intervención. La práctica de las prácticas fue desarrollada por medio de visitas semanales a las instituciones, de aproximadamente 2h, y supervisión semanal de 4h clase. El relato señala principalmente la presencia de comportamientos cristalizados en cuanto al papel del psicólogo escolar, así como los principales desafíos que se presentan en el camino rumbo a un servicio educacional consistente y coherente al niño de 0 a 6 años de edad, en guarderías y pre-escuelas.

La primera infancia es una etapa central de la vida. Proteger, cuidar y atender a los más pequeños es una prioridad para cualquier país del mundo. Los avances teóricos y las investigaciones han revelado cómo una educación temprana de calidad favorece el aprendizaje posterior y es una potente herramienta para reducir las desigualdades. La crisis provocada por la COVID-19 ha valorado esta fase de la vida como esencial para el posterior desarrollo del ser humano. En tal sentido, este artículo insta a promover políticas públicas integrales e intersectoriales, propuestas educativas de calidad y estrategias colaborativas en las que participen agentes, instituciones y actores muy diversos, lo que permite dar una respuesta adecuada a las necesidades de los niños y jóvenes. Asimismo, se valora y pone en escena el trabajo de la Organización de Estados Iberoamericanos (OEI), que desde hace más de setenta años lleva a cabo acciones con los gobiernos de los países iberoamericanos para fortalecer sus políticas y para llevar a cabo iniciativas orientadas a mejorar la calidad de la educación que se ofrece a la primera infancia. Finalmente, se identifican y comparten experiencias exitosas a través de la articulación de esfuerzos que buscan sinergias, en una lógica de cooperación horizontal y en concordancia con el objetivo de desarrollo sostenible (ODS17) de la Agenda internacional de Naciones Unidas. Early childhood is a central stage of life. Protecting, caring for and serving the little ones is a priority for any country in the world. Theoretical advances and research have revealed how quality early education supports later learning, as well as being a powerful tool for reducing inequalities. The crisis generated by COVID-19 has made it possible to assess this phase of life for further development. Comprehensive and intersectoral public policies, quality educational proposals, and collaborative strategies in which very diverse agents, institutions and actors participate are necessary, which allows an adequate response to the needs of children and young people. The Organization of Ibero-American States (OEI) has been working for more than seventy years with the governments of the Ibero-American countries to strengthen their policies and initiatives aimed at improving the quality of education offered to the early childhood. Successful experiences have been identified and shared, through the articulation of efforts and seeking synergies, in a logic of horizontal cooperation in accordance with the Sustainable Development Goal 17 (ODS17), of the United Nations International Agenda. Azogues